Teacher preparation for the 21st century deserves a front-end approach to addressing the use of technology in the learning environment. To study the effect of instructing with technology, pedagogy, and content knowledge (TPACK), teachers were asked to apply pedagogical, mathematical, and cognitive fidelity to technology used in an instructional unit they were designing. Initial results indicated that teachers were conflicted by a conceptual approach to technology use. Through clarifying and defining pedagogy, mathematics, and cognitive fidelity within the TPACK framework, teachers became more aware of the misuse of instructional technology, what attributes of technology lead to conceptual development, and integration of meaningful technology into instructional units. TPACK, with fidelity carefully defined, creates a research-based model by adding the qualifying features needed to maximize the potential of technology in the classroom. The purpose of this study is to look at the knowledge structures of TPACK and examine them in designing instruction units. (Contains 2 tables and 16 online resources.)